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Nick Duffy May 19
A6: So long as the struggle is truly productive and not a result of other factors. Equally important...how do you support the kid who gives up the second it gets tough? How do you foster that grit? Some kids aren't learning because they're struggling. Let's flip that.
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mister busch May 19
- Hello All! I'm Mark Busch, Director of Education for and Licensure Renewal Coordinator for Safe Schools Academy, our online and in-person professional development coursework. Looking forward to a great chat tonight!
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Maria Lantz May 19
A1: Essentially it is high cognitive complexity with student autonomy in a task that requires thinking, doesn’t have one right answer & allows kids to have dialogue. You also provide support and help coach kids through the work, you don’t do the work for kids.
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Nick Duffy May 19
A3.2: However, I believe too many kids spend their days answering low level, recall, regurgitation questions. We can't be surprised when kids don't engage if we don't plan learning that is engaging.
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Margo Redlinger May 19
Margo, 2nd grade classroom teacher at Keystone Elementary- coming at cha from bedtime at the Redlinger house... Order of the Pheonix and Captain Underpants on the reading list for tonight. :)
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π”Έπ•Ÿπ••π•£π•–π•’ π•‹π• π•¨π•Ÿπ•€π•π•–π•ͺ May 19
A4: Productive struggle allows for increased problem solving and creativity and less β€˜googleable’ information. There may or may not be just one answer, or even a right answer. It’s this process of persevering and struggling that helps us discover our own creativity.
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Nick Duffy May 19
A2: You get in to destructive struggle when the learning is inaccessible and/or the student shuts down. How can you create learning that is both challenging and engaging yet accessible for all learners? That's the art of designing productive struggle in learning.
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mister busch May 19
A3: - Yes. We are expecting Ss to reach rigorous standards in all of their courses, oftentimes with a lack of real-world application and overall interest from the Ss.
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Krista Bosman May 19
A6: If you're not struggling, you could be learning, but you have the ability to learn more.
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Maria Lantz May 19
A5: Hmmm, I think it really comes down to knowing your students, planning really well to anticipated when kids might get frustrated, planning micro interventions and having scaffolds ready.
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π”Έπ•Ÿπ••π•£π•–π•’ π•‹π• π•¨π•Ÿπ•€π•π•–π•ͺ May 19
We have a great group of educators this evening, thank you for being here! Q1 is coming right up!
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π”Έπ•Ÿπ••π•£π•–π•’ π•‹π• π•¨π•Ÿπ•€π•π•–π•ͺ May 19
We are off to a great start this evening. Q2 is on the way in just one minute.
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π”Έπ•Ÿπ••π•£π•–π•’ π•‹π• π•¨π•Ÿπ•€π•π•–π•ͺ 2h
is off this weekend! Enjoy your time with family and stay safe! Join us next Sunday, 6/2 for LIVE for an interview with !
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π”Έπ•Ÿπ••π•£π•–π•’ π•‹π• π•¨π•Ÿπ•€π•π•–π•ͺ May 19
A6: I agree with the quote. Deep learning takes place when we are engaged in problem-solving, inquiry, failure, and struggle.
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Dan Butler May 19
A5: I believe there is a zone. We need to know our students and make sure that our expectations are in line. Think about what they can handle and push just a little bit further.
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Margo Redlinger May 19
A1: Productive struggle is supporting students to work through the frustration stage in problem solving in academics, with the comfort that if they need support it is there.
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Maria Lantz May 19
A5.2: I think we often accidentally have lower expectations of what kids can do so I say set the bar high for all, be prepped with scaffolds and implement them when needed. We often start low and never get to actual productive struggle!
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Krista Bosman May 19
A3: Some students have plenty to struggle with, while others could definitely struggle more. We should allow kids to struggle and sometimes fail for them to truly grow.
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π”Έπ•Ÿπ••π•£π•–π•’ π•‹π• π•¨π•Ÿπ•€π•π•–π•ͺ May 19
A7: Asking the question, β€œWHY” or β€œTell me more about that” asks for further depth in understanding. I’ll use these along with more accountable talk in conversations the next few weeks!
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π”Έπ•Ÿπ••π•£π•–π•’ π•‹π• π•¨π•Ÿπ•€π•π•–π•ͺ May 19
A5: I think in order to answer this, we must first consider the tools and resources we have provided to the student or teacher. I’ll refer back to my trig example from a few questions back. That may be outside of my ZPS until I've engaged in learning around the topic.
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